Luận văn a study on english learning goals and motivation of the second year students at military academy of logistics

Helping students understand good language learning strategies and training them to develop and use them can be considered the desired characteristics of a good language teacher Lessard

ENGLISH READING STRATEGIES BY STUDENTS FROM

NORTHERN MOUTAINOUS PROVINES

AT TIIE FACULTY OF INFORMATION TECIINOLOGY,

TITAI NGUYEN UNIVERSITY

CHIẾN LƯỢC ĐỌC TIỂU TIẾNG ANII CỦA SENH VIÊN

TẠI KHOA CÔNG NGHỆ THÔNG TIN - ĐẠI HỌC THÁI NGUYÊN

M.A MINOR THESIS

Field: English Teaching Methodology Code: 60 14 10

Ha Noi - 2010

VIET NAM NATIONAL UNIVERSITY, HANOT COLLEGE OF FOREIGN LANGUAGES AND IN’ \ATIONAL STUDLES

FACULTY OF POST - GRADUATE STUDTES

ekg edo #EẢoE ok

TPHÙNG TH THANH TÚ

ENGLISH READING STRATEGIES BY STUDENTS FROM

NORTHERN MOUTAINOLS PROVINKS

AT THK FACULTY OF INFORMATION TECHNOLOGY,

THAI NGUYEN UNIVERSITY

CHIẾN LƯỢC ĐỌC HIỂU TIENG ANH CUA SINH VIEN

CAC TỈNH MIỄN NÚI PHÍA BẮC TẠI KIIOA CÔNG NGIIE THONG TIN - ĐẠI HỌC TIÁI NGUYÊN

M.A MINOR THESIS

Field: English Teaching Methodology Code: 60 14 10

Supervisor IIOANG THT XUAN HOA, PhD

HaNoi - 2010

PART ONE: INTRODUCTION

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1.1.1 What is reading? Error! Bookarirk nut defined 1.1.2 Models of reading Error! Bookmark not defined 1.1.3 Classroom approaches to reading Error! Bookmark not detined

1.2.1 What are reading strategies? Error! Bookmark not defined 1.2.2 Reading strategies Error! Bookmark not detined 1.3 Toaching reading stratogios Error! Booknerk not defined 1.3.1 Teaching reading strategies Error! Bookmark not defined 1.3.2 Teaching reading activities Error! Bookmark not detined

14, Research on teaching and learning reading strategies in second language learning

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1.4.2, Rescarch on learning reading strategies in sccond language leaming Error! Bookmark not defined

2.1 The context of the study Error! Bookmark not defined.

PART TWO: DEVELOPMENT

‘This chapter reviews theories related to reading and reading activities in general and

roatling stratogies in parlicntar TL also reviews current restarch on icaching and loaning

s that, have been conducted so far All of thes

1.1 Reading

1.1.1 What is reading?

‘The definition of reading has changed substantially during the pasl few decades, from

a focus on reading as decoding or as set of decontextualized or context fiee skills, to a

view of reading as information processing (Goodman, 1967, Pang S., Muaka A,

Bernhardt B li and Kamil L M., 2003) or as an interactive process in which reader is

actively involved in using available content knowledge lo construct the tocaning of the text (Anderson & Pearson, 1984, Richards and Schmidt, 2002, Anderson, 2003)

Richards and Schmidt (2002) define reading in Pang $.E., Muaka A., Bembardt B E and Kamil L M.(2003) perceiving a written text in order to understand its contents ‘his can be done silently called silont reading Ths understanding that results is culled reading comprehension Saying a written text aloud which can be done with or without an understanding of the contents is called oral reading

Pang S.E., Muaka A., Bernhardt B E and Kamil L M.(2003:6) also consider “reading

is about understanding wrillen texls Reading is a complex activity that consists of lwo related processes: word recognition and comprehension Word recognition reférs to the process of peresiving how written symbols correspond to one’s spoken language Comprehension is the process of makirys sone of words, sơntoneos and connected text Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text"

PART TWO: DEVELOPMENT

‘This chapter reviews theories related to reading and reading activities in general and

roatling stratogies in parlicntar TL also reviews current restarch on icaching and loaning

s that, have been conducted so far All of thes

1.1 Reading

1.1.1 What is reading?

‘The definition of reading has changed substantially during the pasl few decades, from

a focus on reading as decoding or as set of decontextualized or context fiee skills, to a

view of reading as information processing (Goodman, 1967, Pang S., Muaka A,

Bernhardt B li and Kamil L M., 2003) or as an interactive process in which reader is

actively involved in using available content knowledge lo construct the tocaning of the text (Anderson & Pearson, 1984, Richards and Schmidt, 2002, Anderson, 2003)

Richards and Schmidt (2002) define reading in Pang $.E., Muaka A., Bembardt B E and Kamil L M.(2003) perceiving a written text in order to understand its contents ‘his can be done silently called silont reading Ths understanding that results is culled reading comprehension Saying a written text aloud which can be done with or without an understanding of the contents is called oral reading

Pang S.E., Muaka A., Bernhardt B E and Kamil L M.(2003:6) also consider “reading

is about understanding wrillen texls Reading is a complex activity that consists of lwo related processes: word recognition and comprehension Word recognition reférs to the process of peresiving how written symbols correspond to one’s spoken language Comprehension is the process of makirys sone of words, sơntoneos and connected text Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text"

sometin

Vietnamese They dow’t know whal or how lo use reading strategies to comprehend the text, When dealing with a reading lesson, students often suffer fiom a lack of reading strategies which are essential for them to overcome the reading comprehension challenges

in the classroom A large body of rescarch hus found that effective readors are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987, Presley, Beard EL, Dinary & Brown, 1992 cited in Nguyen (2007) Researchers believed

that tha:

stratogics oan be langht lo inefTootive langusge losrnors so thai thay can the

become more successful at language learning

Besides developing reading proficiency for students, tcachers whe train students to use

reading strategies can also help them become autonomous language learners

Consequently, teaching students learning strategies ts an important duly of the language

teachers since learning strategies can help students monitor and take responsibility for their

own learning Helping students understand good language learning strategies and training

them to develop and use them can be considered the desired characteristics of a good

language teacher (Lessard C., 1997.3}

Dus to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach ‘Therefore, implications for teaching and learning reading strategies

can be obtained via the tosulls of the re:

ch tilled “English Reading stratogi

s by Students from the Northern Mountainous Provinces at the Faculty of Information

‘Technology, Thai Nguyen University"

2, Aims of the study

‘This study aims to

- Investigate what reading strategies FIT students employ when reading in English

- Explore what reading strategies FIT English teachers teach

PART TWO: DEVELOPMENT

‘This chapter reviews theories related to reading and reading activities in general and

roatling stratogies in parlicntar TL also reviews current restarch on icaching and loaning

s that, have been conducted so far All of thes

1.1 Reading

1.1.1 What is reading?

‘The definition of reading has changed substantially during the pasl few decades, from

a focus on reading as decoding or as set of decontextualized or context fiee skills, to a

view of reading as information processing (Goodman, 1967, Pang S., Muaka A,

Bernhardt B li and Kamil L M., 2003) or as an interactive process in which reader is

actively involved in using available content knowledge lo construct the tocaning of the text (Anderson & Pearson, 1984, Richards and Schmidt, 2002, Anderson, 2003)

Richards and Schmidt (2002) define reading in Pang $.E., Muaka A., Bembardt B E and Kamil L M.(2003) perceiving a written text in order to understand its contents ‘his can be done silently called silont reading Ths understanding that results is culled reading comprehension Saying a written text aloud which can be done with or without an understanding of the contents is called oral reading

Pang S.E., Muaka A., Bernhardt B E and Kamil L M.(2003:6) also consider “reading

is about understanding wrillen texls Reading is a complex activity that consists of lwo related processes: word recognition and comprehension Word recognition reférs to the process of peresiving how written symbols correspond to one’s spoken language Comprehension is the process of makirys sone of words, sơntoneos and connected text Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text"

sometin

Vietnamese They dow’t know whal or how lo use reading strategies to comprehend the text, When dealing with a reading lesson, students often suffer fiom a lack of reading strategies which are essential for them to overcome the reading comprehension challenges

in the classroom A large body of rescarch hus found that effective readors are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987, Presley, Beard EL, Dinary & Brown, 1992 cited in Nguyen (2007) Researchers believed

that tha:

stratogics oan be langht lo inefTootive langusge losrnors so thai thay can the

become more successful at language learning

Besides developing reading proficiency for students, tcachers whe train students to use

reading strategies can also help them become autonomous language learners

Consequently, teaching students learning strategies ts an important duly of the language

teachers since learning strategies can help students monitor and take responsibility for their

own learning Helping students understand good language learning strategies and training

them to develop and use them can be considered the desired characteristics of a good

language teacher (Lessard C., 1997.3}

Dus to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach ‘Therefore, implications for teaching and learning reading strategies

can be obtained via the tosulls of the re:

ch tilled “English Reading stratogi

s by Students from the Northern Mountainous Provinces at the Faculty of Information

‘Technology, Thai Nguyen University"

2, Aims of the study

‘This study aims to

- Investigate what reading strategies FIT students employ when reading in English

- Explore what reading strategies FIT English teachers teach

PART ONE: INTRODUCTION

1 Rationale

Reading is an csscntial way of obtaining information in contemporary socicty

Research discovered that readers spontaneously use reading strategies in the reading

process (Pritchard, 1990) literature also suggested that the use of appropriate reading strategies may improve reading comprehension (Oxford, 1990) Using reading strategies

can be of great help to non-native readers because it may serve as an effective way of overcoming language deficiency and oblaining better reading achieverten both for regular

school assignments and on language proficiency tests (Zhang, 1992)

Reading is an activity wilh a purpose A person may read in order to gain information

or verify existing knowledge, or in order to critique a writer's ideas or waiting style Another person may also read for enjoyment, or to enhance knowledge of the language being read The purposc(s) for reading guide the reader's sclection of texts Reading strategies help readers to acquire a text quickly Successful language learners know how to use reading strategies efficiently In language learning, students read to learn the language,

to broaden their knowledge, md to do assignments, Tha purposes of roading stratogics arc

to have general knowledge, to get a specific deta, to find out the main idea or theme, to Jearn, to remember, to delight, to summarize and to do research

In the Faculty of information Technology (FIT), Thai Nguyen University, English has been considered as the important subject due to the fact thal many informational technology documents are now written in English Once students master the English language, or are capable of comprehending satisfactorily documents written in it, they can

It is natural that in order to master a language, leamers often want to improve in all four skills: tisloning, speaking, reading and writing For the FIT students, the most important skill is reading as almost all English books about Information Technology are

1.1.2, Models of reading

Researchers have created models that describe what happens when people read According to Aebersold J A & Field M L (1997), in Hudson‘ (2007), there are three main model of how reading occurs identified as botlorreup, top-down and interactive

* Bottom-up theory

In bottom-up theory, the smallest units of a text from letters to words to phrases to

sentonecs, cle are constructed by a reader Bollor-up processing focuses on how readers extract information from the printed page, claiming that readers deal with letters and words

ina relatively complete and systematic fashion According to Numan (1991), reading was

viewed as — “the process of incaning inlerpretation” in which —thz language is

“translated fiom one form of symbolic representation to another" The bottom-up theory (Iindson T (2007) to reading focus fairly on text rapid processing and word identification

By mapping the input directly on to some independent representational form in the mental lexicon, the reader can have the ability to recognize words in isolation Researchers of bottom-up model are primarily inferested in how a reader reads rather than in what the roader comprchonds, The view from Perfetti (1997) in Hudson T (2007) és thal roading comprehension is equal to language comprehension, plus decoding, plus some minor other contributing variable, In other words, in the bottom — up model, the reader begins with the writien text (the bottom) and constructs meaning fom ellers, words, phrases and sentences found within, and then processes the text in a linear fashion, Theoties of reading that stress bottom-up processing elaim that the reader processes all of the letters in the last word of the sentence, regardless of its predictability Obviously, in the view of this driven model, the reader seems to play a relatively passive role because the basis of bottom — up processing is the linguistic knowledge of the reader

Another shortcoming of the bottom-up model shown by Sarnuel and Kamil (1988: 31)

is that "because of the lack of feedback loops in the early bottom — up models, it was difficult to account for as favititaling variables in word recognition and comprchonsion"

Because of this drawback, and as well as the introduction of the top-down model of

reading, many researchers was not interested in the bottom-up model

* Top-down theory

‘Top-down model rejects the notion that identification of letters to form words, and the derivation of mzaning from these wards is efficient reading On the contrary, it assures that efficient reading requires the readers to make predictions and hypothesis about the text content by relating the new information to their prior knowledge and by using as few language clues as possible Tis further assumed that the readsrs carr check whether the

hypothesis are correct or not by sampling the text

Kenneth Goodman and Frank Smith are the researchers who are most closely identified with top-down theory to the reading process Goodman ae the term

"psycholinguistic guessing game" (also Carrell, 1998: 2) to "value the eognitive ceonamy

of linguistic information over graphemic information’, He specifics four processes in reading: predicting, sampling, confirming, and correcting In top-down process, the reader guesses the meaning of the text and samples the print to canfirm or disconfirm the guess

In other words, the reader brings to bear not only knowledge of the language, but also internal concepts of how language is processed, past experiential background and general conceplual background

‘The top-down model is influenced by schema theory, which emphasizes the imporlanee of the reader's hackground knowledge in the teaiting process (Carrell, 1998-4) According to this theory, so as to comprehend a text, readers make use of both the text and their background Imowledge Therefore, interaction of the background knowledge and the text is cssential for efficient reading

Smith (1971, 1994) in Hudson T (2007) soc that reading instruction should lake place when comprehension of a text is possible, rather than focus on isolated phoneme-grapheme correspondence activities and drills

“The readers bring a great deal of knowledge, expectations, assumptions, and questions

to the lext and given a basic understanding of the vocabulary, they continue to earl as long

as the text confirms their expectations (Goodman, 1976)

Apparently, according lo Eskey (1988), the top-down model tends Lo craphasize higher

level skills as the prediction of meaning by means of context clues or background

knowledge at the expense of lower skills like the rapid and accurate identification of

lexical and grammatical forms In making the perfectly valid point that fluent reading is

2.1.1, Setting of the study

2.1.2 Sampling and participants

2.2 Instruments of data collection

2.3 Data collection procedures

3.4 Data analysis

CHAPTER IIE: FINDINGS AND DISCUSSIONS

3.1 FIT students! opinions and reading strategies

3.1.1 FIT students’ altitude lo reading strategies

3.1.2, Strategies taught to FIT students

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3.1.3 Reading strategies employed in students’ reading Error! Bookmark not defined 3.2 FIT English tcachcrs’ opinions and reading slralcgics Error! Bookmark not defined 3.3 Summary

3.4, Implications of the study

PART THREE: CONCLUSIONS

APPENDIX 1: Questionnaires for suudenIs

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APPENDIX 2: Questionnaires for teachers

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sometin

Vietnamese They dow’t know whal or how lo use reading strategies to comprehend the text, When dealing with a reading lesson, students often suffer fiom a lack of reading strategies which are essential for them to overcome the reading comprehension challenges

in the classroom A large body of rescarch hus found that effective readors are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987, Presley, Beard EL, Dinary & Brown, 1992 cited in Nguyen (2007) Researchers believed

that tha:

stratogics oan be langht lo inefTootive langusge losrnors so thai thay can the

become more successful at language learning

Besides developing reading proficiency for students, tcachers whe train students to use

reading strategies can also help them become autonomous language learners

Consequently, teaching students learning strategies ts an important duly of the language

teachers since learning strategies can help students monitor and take responsibility for their

own learning Helping students understand good language learning strategies and training

them to develop and use them can be considered the desired characteristics of a good

language teacher (Lessard C., 1997.3}

Dus to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach ‘Therefore, implications for teaching and learning reading strategies

can be obtained via the tosulls of the re:

ch tilled “English Reading stratogi

s by Students from the Northern Mountainous Provinces at the Faculty of Information

‘Technology, Thai Nguyen University"

2, Aims of the study

‘This study aims to

- Investigate what reading strategies FIT students employ when reading in English

- Explore what reading strategies FIT English teachers teach

‘Top-down model rejects the notion that identification of letters to form words, and the derivation of mzaning from these wards is efficient reading On the contrary, it assures that efficient reading requires the readers to make predictions and hypothesis about the text content by relating the new information to their prior knowledge and by using as few language clues as possible Tis further assumed that the readsrs carr check whether the

hypothesis are correct or not by sampling the text

Kenneth Goodman and Frank Smith are the researchers who are most closely identified with top-down theory to the reading process Goodman ae the term

"psycholinguistic guessing game" (also Carrell, 1998: 2) to "value the eognitive ceonamy

of linguistic information over graphemic information’, He specifics four processes in reading: predicting, sampling, confirming, and correcting In top-down process, the reader guesses the meaning of the text and samples the print to canfirm or disconfirm the guess

In other words, the reader brings to bear not only knowledge of the language, but also internal concepts of how language is processed, past experiential background and general conceplual background

‘The top-down model is influenced by schema theory, which emphasizes the imporlanee of the reader's hackground knowledge in the teaiting process (Carrell, 1998-4) According to this theory, so as to comprehend a text, readers make use of both the text and their background Imowledge Therefore, interaction of the background knowledge and the text is cssential for efficient reading

Smith (1971, 1994) in Hudson T (2007) soc that reading instruction should lake place when comprehension of a text is possible, rather than focus on isolated phoneme-grapheme correspondence activities and drills

“The readers bring a great deal of knowledge, expectations, assumptions, and questions

to the lext and given a basic understanding of the vocabulary, they continue to earl as long

as the text confirms their expectations (Goodman, 1976)

Apparently, according lo Eskey (1988), the top-down model tends Lo craphasize higher

level skills as the prediction of meaning by means of context clues or background

knowledge at the expense of lower skills like the rapid and accurate identification of

lexical and grammatical forms In making the perfectly valid point that fluent reading is

In order to achieve the above-mentioned aims of the study, the following major rescarch questions will be posed:

- What are the reading strategies in English used hy susdents at Paculzy of Taformation

Technoloyy, Thai Nguyen University?

- What reading stvategies da the English teachers in FIT teach?

3 Methods of the study

Tn order Lo achicve the aims

mitioned previously, the study sinplayed quantitative methods including survey questionnaires for students, The survey questionnaires for students were used to determine what reading strategies employed by the students when reading in English And suvcy questionnaires for teachers were also adzuinislered to explore what reading strategies English teachers in FIT taught

After the data is analyzed and discussed, all comments, remarks, recommendations, assumptions and conclusions pertaining to the study will be available and some suggestions will then be raiscd coneorning the thesis,

4 Scope of the study:

A loarnars' success or faite in acquiring a lamguage can bo affected by many interrelated factors Among these factors, the teaching of reading strategies should be taken into consideration However, this study only focuses on the Jearning reading stiategies of students at the Faoulty of Information ‘Technology — That Nguyen University and inelndes

suggestions for crmploying the

In order to survey Icamers' reading strategics and investigate the teachers’ teaching methods, numerous ways of collecting data may be used However, the present study employs only the questionnaire ‘Therefore, there is a limitation concerning the reliability of the data uscd As Domnyci 7 (2003) stales questionnaires have some scrions limitations, and some of these have led certain researchers to claim that questionnaire data are not reliable or valid

2.1.1, Setting of the study

2.1.2 Sampling and participants

2.2 Instruments of data collection

2.3 Data collection procedures

3.4 Data analysis

CHAPTER IIE: FINDINGS AND DISCUSSIONS

3.1 FIT students! opinions and reading strategies

3.1.1 FIT students’ altitude lo reading strategies

3.1.2, Strategies taught to FIT students

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3.1.3 Reading strategies employed in students’ reading Error! Bookmark not defined 3.2 FIT English tcachcrs’ opinions and reading slralcgics Error! Bookmark not defined 3.3 Summary

3.4, Implications of the study

PART THREE: CONCLUSIONS

APPENDIX 1: Questionnaires for suudenIs

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APPENDIX 2: Questionnaires for teachers

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2.1.1, Setting of the study

2.1.2 Sampling and participants

2.2 Instruments of data collection

2.3 Data collection procedures

3.4 Data analysis

CHAPTER IIE: FINDINGS AND DISCUSSIONS

3.1 FIT students! opinions and reading strategies

3.1.1 FIT students’ altitude lo reading strategies

3.1.2, Strategies taught to FIT students

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3.1.3 Reading strategies employed in students’ reading Error! Bookmark not defined 3.2 FIT English tcachcrs’ opinions and reading slralcgics Error! Bookmark not defined 3.3 Summary

3.4, Implications of the study

PART THREE: CONCLUSIONS

APPENDIX 1: Questionnaires for suudenIs

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APPENDIX 2: Questionnaires for teachers

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In order to achieve the above-mentioned aims of the study, the following major rescarch questions will be posed:

- What are the reading strategies in English used hy susdents at Paculzy of Taformation

Technoloyy, Thai Nguyen University?

- What reading stvategies da the English teachers in FIT teach?

3 Methods of the study

Tn order Lo achicve the aims

mitioned previously, the study sinplayed quantitative methods including survey questionnaires for students, The survey questionnaires for students were used to determine what reading strategies employed by the students when reading in English And suvcy questionnaires for teachers were also adzuinislered to explore what reading strategies English teachers in FIT taught

After the data is analyzed and discussed, all comments, remarks, recommendations, assumptions and conclusions pertaining to the study will be available and some suggestions will then be raiscd coneorning the thesis,

4 Scope of the study:

A loarnars' success or faite in acquiring a lamguage can bo affected by many interrelated factors Among these factors, the teaching of reading strategies should be taken into consideration However, this study only focuses on the Jearning reading stiategies of students at the Faoulty of Information ‘Technology — That Nguyen University and inelndes

suggestions for crmploying the

In order to survey Icamers' reading strategics and investigate the teachers’ teaching methods, numerous ways of collecting data may be used However, the present study employs only the questionnaire ‘Therefore, there is a limitation concerning the reliability of the data uscd As Domnyci 7 (2003) stales questionnaires have some scrions limitations, and some of these have led certain researchers to claim that questionnaire data are not reliable or valid

sometin

Vietnamese They dow’t know whal or how lo use reading strategies to comprehend the text, When dealing with a reading lesson, students often suffer fiom a lack of reading strategies which are essential for them to overcome the reading comprehension challenges

in the classroom A large body of rescarch hus found that effective readors are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987, Presley, Beard EL, Dinary & Brown, 1992 cited in Nguyen (2007) Researchers believed

that tha:

stratogics oan be langht lo inefTootive langusge losrnors so thai thay can the

become more successful at language learning

Besides developing reading proficiency for students, tcachers whe train students to use

reading strategies can also help them become autonomous language learners

Consequently, teaching students learning strategies ts an important duly of the language

teachers since learning strategies can help students monitor and take responsibility for their

own learning Helping students understand good language learning strategies and training

them to develop and use them can be considered the desired characteristics of a good

language teacher (Lessard C., 1997.3}

Dus to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach ‘Therefore, implications for teaching and learning reading strategies

can be obtained via the tosulls of the re:

ch tilled “English Reading stratogi

s by Students from the Northern Mountainous Provinces at the Faculty of Information

‘Technology, Thai Nguyen University"

2, Aims of the study

‘This study aims to

- Investigate what reading strategies FIT students employ when reading in English

- Explore what reading strategies FIT English teachers teach

‘Top-down model rejects the notion that identification of letters to form words, and the derivation of mzaning from these wards is efficient reading On the contrary, it assures that efficient reading requires the readers to make predictions and hypothesis about the text content by relating the new information to their prior knowledge and by using as few language clues as possible Tis further assumed that the readsrs carr check whether the

hypothesis are correct or not by sampling the text

Kenneth Goodman and Frank Smith are the researchers who are most closely identified with top-down theory to the reading process Goodman ae the term

"psycholinguistic guessing game" (also Carrell, 1998: 2) to "value the eognitive ceonamy

of linguistic information over graphemic information’, He specifics four processes in reading: predicting, sampling, confirming, and correcting In top-down process, the reader guesses the meaning of the text and samples the print to canfirm or disconfirm the guess

In other words, the reader brings to bear not only knowledge of the language, but also internal concepts of how language is processed, past experiential background and general conceplual background

‘The top-down model is influenced by schema theory, which emphasizes the imporlanee of the reader's hackground knowledge in the teaiting process (Carrell, 1998-4) According to this theory, so as to comprehend a text, readers make use of both the text and their background Imowledge Therefore, interaction of the background knowledge and the text is cssential for efficient reading

Smith (1971, 1994) in Hudson T (2007) soc that reading instruction should lake place when comprehension of a text is possible, rather than focus on isolated phoneme-grapheme correspondence activities and drills

“The readers bring a great deal of knowledge, expectations, assumptions, and questions

to the lext and given a basic understanding of the vocabulary, they continue to earl as long

as the text confirms their expectations (Goodman, 1976)

Apparently, according lo Eskey (1988), the top-down model tends Lo craphasize higher

level skills as the prediction of meaning by means of context clues or background

knowledge at the expense of lower skills like the rapid and accurate identification of

lexical and grammatical forms In making the perfectly valid point that fluent reading is

In order to achieve the above-mentioned aims of the study, the following major rescarch questions will be posed:

- What are the reading strategies in English used hy susdents at Paculzy of Taformation

Technoloyy, Thai Nguyen University?

- What reading stvategies da the English teachers in FIT teach?

3 Methods of the study

Tn order Lo achicve the aims

mitioned previously, the study sinplayed quantitative methods including survey questionnaires for students, The survey questionnaires for students were used to determine what reading strategies employed by the students when reading in English And suvcy questionnaires for teachers were also adzuinislered to explore what reading strategies English teachers in FIT taught

After the data is analyzed and discussed, all comments, remarks, recommendations, assumptions and conclusions pertaining to the study will be available and some suggestions will then be raiscd coneorning the thesis,

4 Scope of the study:

A loarnars' success or faite in acquiring a lamguage can bo affected by many interrelated factors Among these factors, the teaching of reading strategies should be taken into consideration However, this study only focuses on the Jearning reading stiategies of students at the Faoulty of Information ‘Technology — That Nguyen University and inelndes

suggestions for crmploying the

In order to survey Icamers' reading strategics and investigate the teachers’ teaching methods, numerous ways of collecting data may be used However, the present study employs only the questionnaire ‘Therefore, there is a limitation concerning the reliability of the data uscd As Domnyci 7 (2003) stales questionnaires have some scrions limitations, and some of these have led certain researchers to claim that questionnaire data are not reliable or valid

PART TWO: DEVELOPMENT

‘This chapter reviews theories related to reading and reading activities in general and

roatling stratogies in parlicntar TL also reviews current restarch on icaching and loaning

s that, have been conducted so far All of thes

1.1 Reading

1.1.1 What is reading?

‘The definition of reading has changed substantially during the pasl few decades, from

a focus on reading as decoding or as set of decontextualized or context fiee skills, to a

view of reading as information processing (Goodman, 1967, Pang S., Muaka A,

Bernhardt B li and Kamil L M., 2003) or as an interactive process in which reader is

actively involved in using available content knowledge lo construct the tocaning of the text (Anderson & Pearson, 1984, Richards and Schmidt, 2002, Anderson, 2003)

Richards and Schmidt (2002) define reading in Pang $.E., Muaka A., Bembardt B E and Kamil L M.(2003) perceiving a written text in order to understand its contents ‘his can be done silently called silont reading Ths understanding that results is culled reading comprehension Saying a written text aloud which can be done with or without an understanding of the contents is called oral reading

Pang S.E., Muaka A., Bernhardt B E and Kamil L M.(2003:6) also consider “reading

is about understanding wrillen texls Reading is a complex activity that consists of lwo related processes: word recognition and comprehension Word recognition reférs to the process of peresiving how written symbols correspond to one’s spoken language Comprehension is the process of makirys sone of words, sơntoneos and connected text Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text"

1.1.2, Models of reading

Researchers have created models that describe what happens when people read According to Aebersold J A & Field M L (1997), in Hudson‘ (2007), there are three main model of how reading occurs identified as botlorreup, top-down and interactive

* Bottom-up theory

In bottom-up theory, the smallest units of a text from letters to words to phrases to

sentonecs, cle are constructed by a reader Bollor-up processing focuses on how readers extract information from the printed page, claiming that readers deal with letters and words

ina relatively complete and systematic fashion According to Numan (1991), reading was

viewed as — “the process of incaning inlerpretation” in which —thz language is

“translated fiom one form of symbolic representation to another" The bottom-up theory (Iindson T (2007) to reading focus fairly on text rapid processing and word identification

By mapping the input directly on to some independent representational form in the mental lexicon, the reader can have the ability to recognize words in isolation Researchers of bottom-up model are primarily inferested in how a reader reads rather than in what the roader comprchonds, The view from Perfetti (1997) in Hudson T (2007) és thal roading comprehension is equal to language comprehension, plus decoding, plus some minor other contributing variable, In other words, in the bottom — up model, the reader begins with the writien text (the bottom) and constructs meaning fom ellers, words, phrases and sentences found within, and then processes the text in a linear fashion, Theoties of reading that stress bottom-up processing elaim that the reader processes all of the letters in the last word of the sentence, regardless of its predictability Obviously, in the view of this driven model, the reader seems to play a relatively passive role because the basis of bottom — up processing is the linguistic knowledge of the reader

Another shortcoming of the bottom-up model shown by Sarnuel and Kamil (1988: 31)

is that "because of the lack of feedback loops in the early bottom — up models, it was difficult to account for as favititaling variables in word recognition and comprchonsion"

Because of this drawback, and as well as the introduction of the top-down model of

reading, many researchers was not interested in the bottom-up model

* Top-down theory

sometin

Vietnamese They dow’t know whal or how lo use reading strategies to comprehend the text, When dealing with a reading lesson, students often suffer fiom a lack of reading strategies which are essential for them to overcome the reading comprehension challenges

in the classroom A large body of rescarch hus found that effective readors are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987, Presley, Beard EL, Dinary & Brown, 1992 cited in Nguyen (2007) Researchers believed

that tha:

stratogics oan be langht lo inefTootive langusge losrnors so thai thay can the

become more successful at language learning

Besides developing reading proficiency for students, tcachers whe train students to use

reading strategies can also help them become autonomous language learners

Consequently, teaching students learning strategies ts an important duly of the language

teachers since learning strategies can help students monitor and take responsibility for their

own learning Helping students understand good language learning strategies and training

them to develop and use them can be considered the desired characteristics of a good

language teacher (Lessard C., 1997.3}

Dus to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach ‘Therefore, implications for teaching and learning reading strategies

can be obtained via the tosulls of the re:

ch tilled “English Reading stratogi

s by Students from the Northern Mountainous Provinces at the Faculty of Information

‘Technology, Thai Nguyen University"

2, Aims of the study

‘This study aims to

- Investigate what reading strategies FIT students employ when reading in English

- Explore what reading strategies FIT English teachers teach

1.1.2, Models of reading

Researchers have created models that describe what happens when people read According to Aebersold J A & Field M L (1997), in Hudson‘ (2007), there are three main model of how reading occurs identified as botlorreup, top-down and interactive

* Bottom-up theory

In bottom-up theory, the smallest units of a text from letters to words to phrases to

sentonecs, cle are constructed by a reader Bollor-up processing focuses on how readers extract information from the printed page, claiming that readers deal with letters and words

ina relatively complete and systematic fashion According to Numan (1991), reading was

viewed as — “the process of incaning inlerpretation” in which —thz language is

“translated fiom one form of symbolic representation to another" The bottom-up theory (Iindson T (2007) to reading focus fairly on text rapid processing and word identification

By mapping the input directly on to some independent representational form in the mental lexicon, the reader can have the ability to recognize words in isolation Researchers of bottom-up model are primarily inferested in how a reader reads rather than in what the roader comprchonds, The view from Perfetti (1997) in Hudson T (2007) és thal roading comprehension is equal to language comprehension, plus decoding, plus some minor other contributing variable, In other words, in the bottom — up model, the reader begins with the writien text (the bottom) and constructs meaning fom ellers, words, phrases and sentences found within, and then processes the text in a linear fashion, Theoties of reading that stress bottom-up processing elaim that the reader processes all of the letters in the last word of the sentence, regardless of its predictability Obviously, in the view of this driven model, the reader seems to play a relatively passive role because the basis of bottom — up processing is the linguistic knowledge of the reader

Another shortcoming of the bottom-up model shown by Sarnuel and Kamil (1988: 31)

is that "because of the lack of feedback loops in the early bottom — up models, it was difficult to account for as favititaling variables in word recognition and comprchonsion"

Because of this drawback, and as well as the introduction of the top-down model of

reading, many researchers was not interested in the bottom-up model

* Top-down theory

1.1.2, Models of reading

Researchers have created models that describe what happens when people read According to Aebersold J A & Field M L (1997), in Hudson‘ (2007), there are three main model of how reading occurs identified as botlorreup, top-down and interactive

* Bottom-up theory

In bottom-up theory, the smallest units of a text from letters to words to phrases to

sentonecs, cle are constructed by a reader Bollor-up processing focuses on how readers extract information from the printed page, claiming that readers deal with letters and words

ina relatively complete and systematic fashion According to Numan (1991), reading was

viewed as — “the process of incaning inlerpretation” in which —thz language is

“translated fiom one form of symbolic representation to another" The bottom-up theory (Iindson T (2007) to reading focus fairly on text rapid processing and word identification

By mapping the input directly on to some independent representational form in the mental lexicon, the reader can have the ability to recognize words in isolation Researchers of bottom-up model are primarily inferested in how a reader reads rather than in what the roader comprchonds, The view from Perfetti (1997) in Hudson T (2007) és thal roading comprehension is equal to language comprehension, plus decoding, plus some minor other contributing variable, In other words, in the bottom — up model, the reader begins with the writien text (the bottom) and constructs meaning fom ellers, words, phrases and sentences found within, and then processes the text in a linear fashion, Theoties of reading that stress bottom-up processing elaim that the reader processes all of the letters in the last word of the sentence, regardless of its predictability Obviously, in the view of this driven model, the reader seems to play a relatively passive role because the basis of bottom — up processing is the linguistic knowledge of the reader

Another shortcoming of the bottom-up model shown by Sarnuel and Kamil (1988: 31)

is that "because of the lack of feedback loops in the early bottom — up models, it was difficult to account for as favititaling variables in word recognition and comprchonsion"

Because of this drawback, and as well as the introduction of the top-down model of

reading, many researchers was not interested in the bottom-up model

* Top-down theory

‘Top-down model rejects the notion that identification of letters to form words, and the derivation of mzaning from these wards is efficient reading On the contrary, it assures that efficient reading requires the readers to make predictions and hypothesis about the text content by relating the new information to their prior knowledge and by using as few language clues as possible Tis further assumed that the readsrs carr check whether the

hypothesis are correct or not by sampling the text

Kenneth Goodman and Frank Smith are the researchers who are most closely identified with top-down theory to the reading process Goodman ae the term

"psycholinguistic guessing game" (also Carrell, 1998: 2) to "value the eognitive ceonamy

of linguistic information over graphemic information’, He specifics four processes in reading: predicting, sampling, confirming, and correcting In top-down process, the reader guesses the meaning of the text and samples the print to canfirm or disconfirm the guess

In other words, the reader brings to bear not only knowledge of the language, but also internal concepts of how language is processed, past experiential background and general conceplual background

‘The top-down model is influenced by schema theory, which emphasizes the imporlanee of the reader's hackground knowledge in the teaiting process (Carrell, 1998-4) According to this theory, so as to comprehend a text, readers make use of both the text and their background Imowledge Therefore, interaction of the background knowledge and the text is cssential for efficient reading

Smith (1971, 1994) in Hudson T (2007) soc that reading instruction should lake place when comprehension of a text is possible, rather than focus on isolated phoneme-grapheme correspondence activities and drills

“The readers bring a great deal of knowledge, expectations, assumptions, and questions

to the lext and given a basic understanding of the vocabulary, they continue to earl as long

as the text confirms their expectations (Goodman, 1976)

Apparently, according lo Eskey (1988), the top-down model tends Lo craphasize higher

level skills as the prediction of meaning by means of context clues or background

knowledge at the expense of lower skills like the rapid and accurate identification of

lexical and grammatical forms In making the perfectly valid point that fluent reading is

In order to achieve the above-mentioned aims of the study, the following major rescarch questions will be posed:

- What are the reading strategies in English used hy susdents at Paculzy of Taformation

Technoloyy, Thai Nguyen University?

- What reading stvategies da the English teachers in FIT teach?

3 Methods of the study

Tn order Lo achicve the aims

mitioned previously, the study sinplayed quantitative methods including survey questionnaires for students, The survey questionnaires for students were used to determine what reading strategies employed by the students when reading in English And suvcy questionnaires for teachers were also adzuinislered to explore what reading strategies English teachers in FIT taught

After the data is analyzed and discussed, all comments, remarks, recommendations, assumptions and conclusions pertaining to the study will be available and some suggestions will then be raiscd coneorning the thesis,

4 Scope of the study:

A loarnars' success or faite in acquiring a lamguage can bo affected by many interrelated factors Among these factors, the teaching of reading strategies should be taken into consideration However, this study only focuses on the Jearning reading stiategies of students at the Faoulty of Information ‘Technology — That Nguyen University and inelndes

suggestions for crmploying the

In order to survey Icamers' reading strategics and investigate the teachers’ teaching methods, numerous ways of collecting data may be used However, the present study employs only the questionnaire ‘Therefore, there is a limitation concerning the reliability of the data uscd As Domnyci 7 (2003) stales questionnaires have some scrions limitations, and some of these have led certain researchers to claim that questionnaire data are not reliable or valid

PART ONE: INTRODUCTION

1 Rationale

Reading is an csscntial way of obtaining information in contemporary socicty

Research discovered that readers spontaneously use reading strategies in the reading

process (Pritchard, 1990) literature also suggested that the use of appropriate reading strategies may improve reading comprehension (Oxford, 1990) Using reading strategies

can be of great help to non-native readers because it may serve as an effective way of overcoming language deficiency and oblaining better reading achieverten both for regular

school assignments and on language proficiency tests (Zhang, 1992)

Reading is an activity wilh a purpose A person may read in order to gain information

or verify existing knowledge, or in order to critique a writer's ideas or waiting style Another person may also read for enjoyment, or to enhance knowledge of the language being read The purposc(s) for reading guide the reader's sclection of texts Reading strategies help readers to acquire a text quickly Successful language learners know how to use reading strategies efficiently In language learning, students read to learn the language,

to broaden their knowledge, md to do assignments, Tha purposes of roading stratogics arc

to have general knowledge, to get a specific deta, to find out the main idea or theme, to Jearn, to remember, to delight, to summarize and to do research

In the Faculty of information Technology (FIT), Thai Nguyen University, English has been considered as the important subject due to the fact thal many informational technology documents are now written in English Once students master the English language, or are capable of comprehending satisfactorily documents written in it, they can

It is natural that in order to master a language, leamers often want to improve in all four skills: tisloning, speaking, reading and writing For the FIT students, the most important skill is reading as almost all English books about Information Technology are

2.1.1, Setting of the study

2.1.2 Sampling and participants

2.2 Instruments of data collection

2.3 Data collection procedures

3.4 Data analysis

CHAPTER IIE: FINDINGS AND DISCUSSIONS

3.1 FIT students! opinions and reading strategies

3.1.1 FIT students’ altitude lo reading strategies

3.1.2, Strategies taught to FIT students

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3.1.3 Reading strategies employed in students’ reading Error! Bookmark not defined 3.2 FIT English tcachcrs’ opinions and reading slralcgics Error! Bookmark not defined 3.3 Summary

3.4, Implications of the study

PART THREE: CONCLUSIONS

APPENDIX 1: Questionnaires for suudenIs

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APPENDIX 2: Questionnaires for teachers

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PART ONE: INTRODUCTION

1 Rationale

Reading is an csscntial way of obtaining information in contemporary socicty

Research discovered that readers spontaneously use reading strategies in the reading

process (Pritchard, 1990) literature also suggested that the use of appropriate reading strategies may improve reading comprehension (Oxford, 1990) Using reading strategies

can be of great help to non-native readers because it may serve as an effective way of overcoming language deficiency and oblaining better reading achieverten both for regular

school assignments and on language proficiency tests (Zhang, 1992)

Reading is an activity wilh a purpose A person may read in order to gain information

or verify existing knowledge, or in order to critique a writer's ideas or waiting style Another person may also read for enjoyment, or to enhance knowledge of the language being read The purposc(s) for reading guide the reader's sclection of texts Reading strategies help readers to acquire a text quickly Successful language learners know how to use reading strategies efficiently In language learning, students read to learn the language,

to broaden their knowledge, md to do assignments, Tha purposes of roading stratogics arc

to have general knowledge, to get a specific deta, to find out the main idea or theme, to Jearn, to remember, to delight, to summarize and to do research

In the Faculty of information Technology (FIT), Thai Nguyen University, English has been considered as the important subject due to the fact thal many informational technology documents are now written in English Once students master the English language, or are capable of comprehending satisfactorily documents written in it, they can

It is natural that in order to master a language, leamers often want to improve in all four skills: tisloning, speaking, reading and writing For the FIT students, the most important skill is reading as almost all English books about Information Technology are

PART ONE: INTRODUCTION

1 Rationale

Reading is an csscntial way of obtaining information in contemporary socicty

Research discovered that readers spontaneously use reading strategies in the reading

process (Pritchard, 1990) literature also suggested that the use of appropriate reading strategies may improve reading comprehension (Oxford, 1990) Using reading strategies

can be of great help to non-native readers because it may serve as an effective way of overcoming language deficiency and oblaining better reading achieverten both for regular

school assignments and on language proficiency tests (Zhang, 1992)

Reading is an activity wilh a purpose A person may read in order to gain information

or verify existing knowledge, or in order to critique a writer's ideas or waiting style Another person may also read for enjoyment, or to enhance knowledge of the language being read The purposc(s) for reading guide the reader's sclection of texts Reading strategies help readers to acquire a text quickly Successful language learners know how to use reading strategies efficiently In language learning, students read to learn the language,

to broaden their knowledge, md to do assignments, Tha purposes of roading stratogics arc

to have general knowledge, to get a specific deta, to find out the main idea or theme, to Jearn, to remember, to delight, to summarize and to do research

In the Faculty of information Technology (FIT), Thai Nguyen University, English has been considered as the important subject due to the fact thal many informational technology documents are now written in English Once students master the English language, or are capable of comprehending satisfactorily documents written in it, they can

It is natural that in order to master a language, leamers often want to improve in all four skills: tisloning, speaking, reading and writing For the FIT students, the most important skill is reading as almost all English books about Information Technology are

In order to achieve the above-mentioned aims of the study, the following major rescarch questions will be posed:

- What are the reading strategies in English used hy susdents at Paculzy of Taformation

Technoloyy, Thai Nguyen University?

- What reading stvategies da the English teachers in FIT teach?

3 Methods of the study

Tn order Lo achicve the aims

mitioned previously, the study sinplayed quantitative methods including survey questionnaires for students, The survey questionnaires for students were used to determine what reading strategies employed by the students when reading in English And suvcy questionnaires for teachers were also adzuinislered to explore what reading strategies English teachers in FIT taught

After the data is analyzed and discussed, all comments, remarks, recommendations, assumptions and conclusions pertaining to the study will be available and some suggestions will then be raiscd coneorning the thesis,

4 Scope of the study:

A loarnars' success or faite in acquiring a lamguage can bo affected by many interrelated factors Among these factors, the teaching of reading strategies should be taken into consideration However, this study only focuses on the Jearning reading stiategies of students at the Faoulty of Information ‘Technology — That Nguyen University and inelndes

suggestions for crmploying the

In order to survey Icamers' reading strategics and investigate the teachers’ teaching methods, numerous ways of collecting data may be used However, the present study employs only the questionnaire ‘Therefore, there is a limitation concerning the reliability of the data uscd As Domnyci 7 (2003) stales questionnaires have some scrions limitations, and some of these have led certain researchers to claim that questionnaire data are not reliable or valid

In order to achieve the above-mentioned aims of the study, the following major rescarch questions will be posed:

- What are the reading strategies in English used hy susdents at Paculzy of Taformation

Technoloyy, Thai Nguyen University?

- What reading stvategies da the English teachers in FIT teach?

3 Methods of the study

Tn order Lo achicve the aims

mitioned previously, the study sinplayed quantitative methods including survey questionnaires for students, The survey questionnaires for students were used to determine what reading strategies employed by the students when reading in English And suvcy questionnaires for teachers were also adzuinislered to explore what reading strategies English teachers in FIT taught

After the data is analyzed and discussed, all comments, remarks, recommendations, assumptions and conclusions pertaining to the study will be available and some suggestions will then be raiscd coneorning the thesis,

4 Scope of the study:

A loarnars' success or faite in acquiring a lamguage can bo affected by many interrelated factors Among these factors, the teaching of reading strategies should be taken into consideration However, this study only focuses on the Jearning reading stiategies of students at the Faoulty of Information ‘Technology — That Nguyen University and inelndes

suggestions for crmploying the

In order to survey Icamers' reading strategics and investigate the teachers’ teaching methods, numerous ways of collecting data may be used However, the present study employs only the questionnaire ‘Therefore, there is a limitation concerning the reliability of the data uscd As Domnyci 7 (2003) stales questionnaires have some scrions limitations, and some of these have led certain researchers to claim that questionnaire data are not reliable or valid

2.1.1, Setting of the study

2.1.2 Sampling and participants

2.2 Instruments of data collection

2.3 Data collection procedures

3.4 Data analysis

CHAPTER IIE: FINDINGS AND DISCUSSIONS

3.1 FIT students! opinions and reading strategies

3.1.1 FIT students’ altitude lo reading strategies

3.1.2, Strategies taught to FIT students

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3.1.3 Reading strategies employed in students’ reading Error! Bookmark not defined 3.2 FIT English tcachcrs’ opinions and reading slralcgics Error! Bookmark not defined 3.3 Summary

3.4, Implications of the study

PART THREE: CONCLUSIONS

APPENDIX 1: Questionnaires for suudenIs

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APPENDIX 2: Questionnaires for teachers

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1.1.2, Models of reading

Researchers have created models that describe what happens when people read According to Aebersold J A & Field M L (1997), in Hudson‘ (2007), there are three main model of how reading occurs identified as botlorreup, top-down and interactive

* Bottom-up theory

In bottom-up theory, the smallest units of a text from letters to words to phrases to

sentonecs, cle are constructed by a reader Bollor-up processing focuses on how readers extract information from the printed page, claiming that readers deal with letters and words

ina relatively complete and systematic fashion According to Numan (1991), reading was

viewed as — “the process of incaning inlerpretation” in which —thz language is

“translated fiom one form of symbolic representation to another" The bottom-up theory (Iindson T (2007) to reading focus fairly on text rapid processing and word identification

By mapping the input directly on to some independent representational form in the mental lexicon, the reader can have the ability to recognize words in isolation Researchers of bottom-up model are primarily inferested in how a reader reads rather than in what the roader comprchonds, The view from Perfetti (1997) in Hudson T (2007) és thal roading comprehension is equal to language comprehension, plus decoding, plus some minor other contributing variable, In other words, in the bottom — up model, the reader begins with the writien text (the bottom) and constructs meaning fom ellers, words, phrases and sentences found within, and then processes the text in a linear fashion, Theoties of reading that stress bottom-up processing elaim that the reader processes all of the letters in the last word of the sentence, regardless of its predictability Obviously, in the view of this driven model, the reader seems to play a relatively passive role because the basis of bottom — up processing is the linguistic knowledge of the reader

Another shortcoming of the bottom-up model shown by Sarnuel and Kamil (1988: 31)

is that "because of the lack of feedback loops in the early bottom — up models, it was difficult to account for as favititaling variables in word recognition and comprchonsion"

Because of this drawback, and as well as the introduction of the top-down model of

reading, many researchers was not interested in the bottom-up model

* Top-down theory

1.1.2, Models of reading

Researchers have created models that describe what happens when people read According to Aebersold J A & Field M L (1997), in Hudson‘ (2007), there are three main model of how reading occurs identified as botlorreup, top-down and interactive

* Bottom-up theory

In bottom-up theory, the smallest units of a text from letters to words to phrases to

sentonecs, cle are constructed by a reader Bollor-up processing focuses on how readers extract information from the printed page, claiming that readers deal with letters and words

ina relatively complete and systematic fashion According to Numan (1991), reading was

viewed as — “the process of incaning inlerpretation” in which —thz language is

“translated fiom one form of symbolic representation to another" The bottom-up theory (Iindson T (2007) to reading focus fairly on text rapid processing and word identification

By mapping the input directly on to some independent representational form in the mental lexicon, the reader can have the ability to recognize words in isolation Researchers of bottom-up model are primarily inferested in how a reader reads rather than in what the roader comprchonds, The view from Perfetti (1997) in Hudson T (2007) és thal roading comprehension is equal to language comprehension, plus decoding, plus some minor other contributing variable, In other words, in the bottom — up model, the reader begins with the writien text (the bottom) and constructs meaning fom ellers, words, phrases and sentences found within, and then processes the text in a linear fashion, Theoties of reading that stress bottom-up processing elaim that the reader processes all of the letters in the last word of the sentence, regardless of its predictability Obviously, in the view of this driven model, the reader seems to play a relatively passive role because the basis of bottom — up processing is the linguistic knowledge of the reader

Another shortcoming of the bottom-up model shown by Sarnuel and Kamil (1988: 31)

is that "because of the lack of feedback loops in the early bottom — up models, it was difficult to account for as favititaling variables in word recognition and comprchonsion"

Because of this drawback, and as well as the introduction of the top-down model of

reading, many researchers was not interested in the bottom-up model

* Top-down theory